Abstract
I can see some of the students tense up. Others lean in and nod. I work with incarcerated students as part of the Tufts University Prison Initiative (TUPIT), and I have seen how teaching about representations of race, gender, and ethnicity on the US stage in a Massachusetts state prison requires a series of complex political negotiations within and beyond the classroom. The Commonwealth of Massachusetts reviews all materials before they go into the classroom, so the state can flag content in readings, power points, or handouts that they deem potentially inflammatory. Thus, the instructor has to be mindful of the inside politics of the carceral system that might put an academic program at risk. Even when official relationships are positive, the possibility hovers in the background. Political currents shape the teaching space as well. For example, the majority of my students come from BIPOC communities and have expressed their bone-deep understanding of the impact of systemic racism. Or some ask with genuine curiosity how the term “queer” differs from “gay,” while others show discomfort discussing the subject in relation to a play or US history. In this paper I explore the “inside politics” of teaching DEI theatre in the carceral system and the current US political climate. How can we create spaces for exchange while navigating the power dynamics of prison? How do we engage with themes of diversity, equity, and inclusion in performance while acknowledging the inequities and biases the students struggle with every day?
Presenters
Heather NathansProfessor, Theatre, Dance, and Performance Studies/Judaic Studies/Women's, Gender, and Sexuality Studies, Tufts University, Massachusetts, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Diversity, Equity, Inclusion, Race, Gender, Ethnicity, Social Justice
